Project Management, Maintenance, and Innovative Systems Solutions: EDT732 Week 5 Wiki
This wiki will look at ongoing assessment for technology projects. A project completed and implemented should have an ongoing assessment meeting. According to Allen (2012), to maintain product life, projects should be reviewed on a periodic basis. Effective meetings keep projects on track, and generate plans for improvements (Dropkin, 2016; Kooser, 2016).
Successful assessment meetings, have a permanent schedule and a structured agenda. For example, “The assessment meeting for the Learning Management System occurs yearly on the first Monday in March, at 10 am Eastern Standard Time”. A structured agenda involves, first identifying what is currently happening, and then making decisions on improvements.
Schedule Assessment The organization’s technology leader is responsible for scheduling and planning assessment meetings. Meetings should accommodate all members of the team. If not all members of the team are in one location, then a virtual go to meeting program should be used. Remind participants 24 hours before the meeting, include the agenda with notes, so participants have time to review and prepare (Helmer, 2007; Kooser, 2016).
Structured Agenda The goal of a structured agenda in an assessment meeting is to evaluate the current state of the technology project and recommend needed improvements. Anticipate trouble and hot button items before the meeting. Either talk to participants before the meeting or build time into the agenda to deal with problems (Helmer, 2007). A clearly structured agenda keeps the meeting moving along and ensures the goal of the meeting is accomplished (Helmer, 2007).
Identify Current State of the Project This section of the meeting should deal with the current state of the project. First, return to a statement of the original goals for the project (Helmer, 2007). Allen (2012) suggests identifying the criteria for success, and a measurement for success. The yearly assessment meeting should identify if the original goals for the project are still being met, and if the criteria for success are being met. Discuss strengths and weaknesses of the project (Allen, 2012). Identify what is working and what is not working (Allen, 2012). An important item during this section of the meeting should be user feedback. Feedback from all stakeholders should have been gathered before the meeting, and then presented at the meeting.
Identify if Changes are Needed Based on the discussions on the “state of the project”, a decision should be made if improvements are needed. A budget, personnel, and arrangements to carry out the changes are identified during this section of the meeting. Additional items discussed also include, possible future upgrade and ongoing training for new users of the technology. Allen (2012), states, “no product ever reaches perfection” (p. 185). However, by scheduling on going assessment you can ensure all stakeholders, and end users, continue to receive the best possible benefits from the project.
Ongoing Planning and Assessments Ongoing planning and assessments are essential to the success of an organization. Organizations can monitor risks, respond to change, and manage competitiveness through ongoing planning and assessment. According to Bates and Sangra (2011), projects related to technology demand that planning be an ongoing process because of rapid changes in technology. Today’s educators are challenged with managing learning outcomes in an efficient manner. As students’ and teachers’ needs change, plans for integrating technology might need to change too. As technology continues to advance, ongoing assessments will help decisionmakers to determine and monitor the value of the current technology to their organization.
Ongoing assessments can also be used to identify best practices. Effective technology innovations should be identified, recognized, and shared (Bates & Sangra, 2011). Ongoing planning will help organizations to locate, adopt and realize the benefits of technology. (Contributed by Darlene Vann)
Assessments
"Accountability should be thought of as a collective responsibility for supporting learning by parents, principals, superintendents, school board members, and teachers, to say nothing of the students themselves"(Tucker & Stronge, 2005, Chapter 1). Schalock states that "educator accountability for student progress in learning goes hand-in-hand with the social contract that assigns responsibility for education to schools" (Schalock, 1998, p. 237). Educators can no longer just use traditional methods of assessing learning. The reason for connecting student learning and educator evaluations is to, "present methodologies that have attempted to balance the competing demands of fairness, diagnostic value for professional growth, and accountability for student learning" (Tucker & Stronge, 2005, Chapter 1). "The purpose of the assessment would be to inform public policy and especially to help in charting progress toward achievement of the National Education Goals, and for informing the development, expansion, and/or modification of policies and programs that affect young children and their families"(Shepard, 1994, p. 10). Educators should be observed to see if they are meeting the instructional goals. Educators will be asked to share any questions they may have. At the conclusion of project implementation, the educators will be asked to create and lesson using the technology resource that was taught. Educators should share with their fellow educators.
References
Schalock, H. D. (1998). Student progress in learning: Teacher responsibility, accountability, and reality. Journal of Personnel Evaluation in Education, 12(3), 237-246. http://dx.doi.org/10.1023/A:1008063126448
Shepard, L. (1994, November). The challenges of assessing young children appropriately. Phi Delta Kappan, 76(3), 206-212.
When managing a technology project, it is important to conduct ongoing assessment of the technology. Ongoing assessment of a technology project requires the project manager to know and understand the life cycle of the technology. Lehmann, Zschieschang, Traverso, Finkbeiner, and Schebek (2013) suggested that personnel should know and fully understand use of the technology and how the technology could advance or change while used by the organization. Technologies often change, which requires project managers to keep abreast of how a technology supports the organization. This occurs through research and ongoing assessment. Technology assessment requires the testing of both short and long term consequences of the use of the technology (Banta, 2009). It is important for the project manager to meet the challenges of testing of the technology on an ongoing basis. This could be challenging for employees who do not understand the importance of knowing and understanding the needs of the organization often changes, along with changes in technology. It is imperative that project managers train employees with technological knowledge that supports the project, along with encouraging employees to keep up with changes that could affect the organization or the technology that is used. Knowledge in this area will encourage the entire organization to be aware when change is needed and when assessments should be conducted to ensure the technology is still needed and relevant. References: Banta, D. (2009). What is technology assessment? International Journal of Technology Assessment in Health Care, 25, 7-9. doi:http://dx.doi.org/10.1017/S0266462309090333. Lehmann, A., Zschieschang, E., Traverso, M., Finkbeiner, M., & Schebek, L. (2013). Social aspects for sustainability assessment of technologies--challenges for social life cycle assessment (SLCA). The International Journal of Life Cycle Assessment, 18(8), 1581-1592. doi:http://dx.doi.org/10.1007/s11367-013-0594-0.
Submitted by Chantelle Milliken Note: The optional wiki assignment, worth credit for two participation posts, involves adding information on ongoing assessment. What are the positives results of ongoing assessment and what are the challenges of conducting ongoing assessment on technology projects? A reference is required. Remember, to post you must first be a member of this wiki. Once you have joined the wiki click, Edit (top right, to post and then Save (top right), to save your work. Make sure your name is included so you receive credit!
References Allen, M. (2012). Leaving ADDIE for SAM: An agile model for developing the best learning experiences. Danvers, MA: ASTD Press.
Bates, A. W., & Sangra, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. San Francisco, CA: Jossey-Bass.
This wiki will look at ongoing assessment for technology projects. A project completed and implemented should have an ongoing assessment meeting. According to Allen (2012), to maintain product life, projects should be reviewed on a periodic basis. Effective meetings keep projects on track, and generate plans for improvements (Dropkin, 2016; Kooser, 2016).
Successful assessment meetings, have a permanent schedule and a structured agenda. For example, “The assessment meeting for the Learning Management System occurs yearly on the first Monday in March, at 10 am Eastern Standard Time”. A structured agenda involves, first identifying what is currently happening, and then making decisions on improvements.
Schedule Assessment
The organization’s technology leader is responsible for scheduling and planning assessment meetings. Meetings should accommodate all members of the team. If not all members of the team are in one location, then a virtual go to meeting program should be used. Remind participants 24 hours before the meeting, include the agenda with notes, so participants have time to review and prepare (Helmer, 2007; Kooser, 2016).
Structured Agenda
The goal of a structured agenda in an assessment meeting is to evaluate the current state of the technology project and recommend needed improvements. Anticipate trouble and hot button items before the meeting. Either talk to participants before the meeting or build time into the agenda to deal with problems (Helmer, 2007). A clearly structured agenda keeps the meeting moving along and ensures the goal of the meeting is accomplished (Helmer, 2007).
Identify Current State of the Project
This section of the meeting should deal with the current state of the project. First, return to a statement of the original goals for the project (Helmer, 2007). Allen (2012) suggests identifying the criteria for success, and a measurement for success. The yearly assessment meeting should identify if the original goals for the project are still being met, and if the criteria for success are being met. Discuss strengths and weaknesses of the project (Allen, 2012). Identify what is working and what is not working (Allen, 2012). An important item during this section of the meeting should be user feedback. Feedback from all stakeholders should have been gathered before the meeting, and then presented at the meeting.
Identify if Changes are Needed
Based on the discussions on the “state of the project”, a decision should be made if improvements are needed. A budget, personnel, and arrangements to carry out the changes are identified during this section of the meeting. Additional items discussed also include, possible future upgrade and ongoing training for new users of the technology. Allen (2012), states, “no product ever reaches perfection” (p. 185). However, by scheduling on going assessment you can ensure all stakeholders, and end users, continue to receive the best possible benefits from the project.
Ongoing Planning and Assessments
Ongoing planning and assessments are essential to the success of an organization. Organizations can monitor risks, respond to change, and manage competitiveness through ongoing planning and assessment. According to Bates and Sangra (2011), projects related to technology demand that planning be an ongoing process because of rapid changes in technology. Today’s educators are challenged with managing learning outcomes in an efficient manner. As students’ and teachers’ needs change, plans for integrating technology might need to change too. As technology continues to advance, ongoing assessments will help decisionmakers to determine and monitor the value of the current technology to their organization.
Ongoing assessments can also be used to identify best practices. Effective technology innovations should be identified, recognized, and shared (Bates & Sangra, 2011). Ongoing planning will help organizations to locate, adopt and realize the benefits of technology. (Contributed by Darlene Vann)
Assessments
"Accountability should be thought of as a collective responsibility for supporting learning by parents, principals, superintendents, school board members, and teachers, to say nothing of the students themselves"(Tucker & Stronge, 2005, Chapter 1). Schalock states that "educator accountability for student progress in learning goes hand-in-hand with the social contract that assigns responsibility for education to schools" (Schalock, 1998, p. 237). Educators can no longer just use traditional methods of assessing learning. The reason for connecting student learning and educator evaluations is to, "present methodologies that have attempted to balance the competing demands of fairness, diagnostic value for professional growth, and accountability for student learning" (Tucker & Stronge, 2005, Chapter 1). "The purpose of the assessment would be to inform public policy and especially to help in charting progress toward achievement of the National Education Goals, and for informing the development, expansion, and/or modification of policies and programs that affect young children and their families"(Shepard, 1994, p. 10). Educators should be observed to see if they are meeting the instructional goals. Educators will be asked to share any questions they may have. At the conclusion of project implementation, the educators will be asked to create and lesson using the technology resource that was taught. Educators should share with their fellow educators.
References
Schalock, H. D. (1998). Student progress in learning: Teacher responsibility, accountability, and reality. Journal of Personnel Evaluation in Education, 12(3), 237-246. http://dx.doi.org/10.1023/A:1008063126448
Shepard, L. (1994, November). The challenges of assessing young children appropriately. Phi Delta Kappan, 76(3), 206-212.
Tucker, P. D., & Stronge, J. H. (2017). Linking teacher evaluation and student learning. Retrieved from http://www.ascd.org/publications/books/104136/chapters/The-Power-of-an-Effective-Teacher-and-Why-We-Should-Assess-It.aspx
Contributed by Retta Salerno
When managing a technology project, it is important to conduct ongoing assessment of the technology. Ongoing assessment of a technology project requires the project manager to know and understand the life cycle of the technology. Lehmann, Zschieschang, Traverso, Finkbeiner, and Schebek (2013) suggested that personnel should know and fully understand use of the technology and how the technology could advance or change while used by the organization. Technologies often change, which requires project managers to keep abreast of how a technology supports the organization. This occurs through research and ongoing assessment.
Technology assessment requires the testing of both short and long term consequences of the use of the technology (Banta, 2009). It is important for the project manager to meet the challenges of testing of the technology on an ongoing basis. This could be challenging for employees who do not understand the importance of knowing and understanding the needs of the organization often changes, along with changes in technology. It is imperative that project managers train employees with technological knowledge that supports the project, along with encouraging employees to keep up with changes that could affect the organization or the technology that is used. Knowledge in this area will encourage the entire organization to be aware when change is needed and when assessments should be conducted to ensure the technology is still needed and relevant.
References:
Banta, D. (2009). What is technology assessment? International Journal of Technology Assessment in Health Care, 25, 7-9. doi:http://dx.doi.org/10.1017/S0266462309090333.
Lehmann, A., Zschieschang, E., Traverso, M., Finkbeiner, M., & Schebek, L. (2013). Social aspects for sustainability assessment of technologies--challenges for social life cycle assessment (SLCA). The International Journal of Life Cycle Assessment, 18(8), 1581-1592. doi:http://dx.doi.org/10.1007/s11367-013-0594-0.
Submitted by Chantelle Milliken
Note: The optional wiki assignment, worth credit for two participation posts, involves adding information on ongoing assessment. What are the positives results of ongoing assessment and what are the challenges of conducting ongoing assessment on technology projects? A reference is required. Remember, to post you must first be a member of this wiki. Once you have joined the wiki click, Edit (top right, to post and then Save (top right), to save your work. Make sure your name is included so you receive credit!
References
Allen, M. (2012). Leaving ADDIE for SAM: An agile model for developing the best learning experiences. Danvers, MA:
ASTD Press.
Bates, A. W., & Sangra, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. San Francisco, CA: Jossey-Bass.
Dropkin, M. (2016). Effective meetings are collaborative. The Nonprofit Report, 25(7), 1. Retrieved from http://search.proquest.com/docview/1760322656?accountid=35812
Helmer, L. (2007). Personal best: Running a great meeting. Medical Economics, 84(3), 30-32.
Koser, A. C. (2016). How to prepare for a business meeting. Retrieved from http://smallbusiness.chron.com/prepare-business-meeting-454.html
How to cite this lecture:
Entrekin, F. (2017). Project management, maintenance, and innovative systems solutions. EDT732 week 5 wiki. Retrieved from https://edt732integratingtechnology.wikispaces.com/Week+5